ARRS 2022 Abstracts

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E1414. Overview of a Unique Supplemental Foundational Curriculum for First-Year Radiology Residents
Authors
  1. Eric Dietsche; Rhode Island Hospital/Alpert Medical School of Brown University
  2. Matthew Pouw; Rhode Island Hospital/Alpert Medical School of Brown University
  3. Zara Wadood; Rhode Island Hospital/Alpert Medical School of Brown University
  4. Ana Lourenco; Rhode Island Hospital/Alpert Medical School of Brown University
Background
The first year of radiology residency represents a difficult transition from an intern year during which newly graduated physicians begin to feel comfortable in their skills and knowledge base to a new field in which new residents typically have little to no foundational knowledge or exposure during medical school. Understandably, they are uncomfortable performing daily activities such as protocoling studies and answering consultant questions in this new field. A small but growing subset of American radiology residencies offer a designated first year curriculum to their new residents over a portion of the first year to aid in the acquisition of essential knowledge and provide assistance in the ascent up the steep learning curve at the beginning of a radiology residency. Most programs that have described their curriculum through publications offer exclusively attending-run or resident-run educational programs. This exhibit describes a unique hybrid foundational lecture curriculum in which both attendings and residents offer lectures on a variety of topics to first-year (R1) residents over the course of their first 4 months to address important clinical, diagnostic, and workflow topics.

Educational Goals / Teaching Points
The goals of this exhibit are to demonstrate the utility and benefit of a hybrid attending- and resident-run first-year lecture curriculum in the overall education of R1 residents and outline the current curriculum at our institution. We emphasize important topics that should be addressed by specific individuals, including: program/associate program directors and chiefs giving introductory lectures on professional expectations; IT director giving lectures spaced 1 month apart to help with onboarding and then address any lingering issues; department heads giving subspecialty-specific introductory lectures; attendings and CT/X-ray technicians providing basic introductory physics lectures; university representatives teaching residents how to use different library resources; residents describing how to approach different types of studies and the workflow in each subspecialty reading room to improve efficiency; and residents outlining their study habits, tips, and resources. Finally, we demonstrate the applicability and generalizability of this curriculum at other institutions.

Key Anatomic/Physiologic Issues and Imaging Findings/Techniques
A dedicated R1 radiology resident curriculum is beneficial to residents to aid in the onboarding process both from a workflow and knowledge-base perspective. During dedicated and protected 1-hour lectures, members of the hospital and university staff including attending radiologists, radiology residents, technologists, information technicians, and university librarians can all contribute a variety of information and unique perspectives to ensure R1 residents feel as comfortable as possible in their first several months.

Conclusion
The unique hybrid curriculum that we implement at our institution can be applied at numerous other institutions to provide new residents across the country with the same helpful information.